New Plymouth Adventist Christian School

Education institution number:
4123
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
50
Telephone:
Address:

41 Saxton Road, Vogeltown, New Plymouth

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New Plymouth S D A School - 28/09/2017

Summary

New Plymouth Seventh Day Adventist (S D A) School, located on the outskirts of New Plymouth, caters for 17 students in Years 1 to 8.

Since the October 2014 ERO report, there has been a considerable decrease in the school roll. A new principal was appointed in 2017. She has a focus on growing partnerships with families and the community. Newly elected trustees make up the board.

The school’s special character is reflected in its Christian values. There is a clear vision to grow confident children, actively involved in lifelong learning, connected to God and their community. Currently the school is engaging with its community to redevelop its strategic intent.

How well is the school achieving equitable outcomes for all children?

The school continues to strengthen practices and processes to promote equitable outcomes for all children.

A significant roll decline has made it difficult for staff and trustees to establish a clear picture of student achievement over time. At the time of this review, 2017 mid-year data indicates that the majority of students are working towards meeting the National Standards expectations in reading and mathematics. Achievement in writing is lower. School data shows some learners are making accelerated progress in mathematics.

There is a collective responsibility for, and strong focus on, student learning and wellbeing. The school environment has a positive tone. Relationships are warm and respectful. The curriculum provides a range of experiences to support children’s learning.

To further improve outcomes for students the school has identified the need to: strengthen assessment and teacher practice to build on achievement outcomes; and continue to review and develop robust policies and procedures particularly those related to health and safety.

The school has capacity and capability to accelerate learning for all children.

The school agrees to:

  • develop more targeted planning to accelerate progress for learners

  • monitor targeted planning, improved teaching, and learners’ progress

  • discuss the school’s progress with ERO.

ERO is likely to carry out the next review in three years.

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school is developing its response to children whose learning and achievement needs acceleration. Comprehensive processes are now in place to target and respond to the progress and achievement of individuals.

End of year 2016 data shows approximately two-thirds of students achieve at or above in relation to the National Standards in reading and mathematics and just over half in writing. Overall, girls perform better than boys in reading and writing. Boys outperform girls in mathematics.

Responsive provision, including the use of teacher aides and external assistance, is in place for those children who require additional learning support.

The school has identified the need to extend the range of assessment tools in mathematics and writing to strengthen the dependability of overall teacher judgements in relation to the National Standards.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school continues to strengthen the conditions required to achieve equity and excellence for all children.

There is a collective responsibility for, and strong focus on, student learning, wellbeing and pastoral care needs. There is a positive school tone. Relationships are warm and respectful. Classroom conditions foster engagement in learning. The environment clearly reflects the school’s vision, beliefs and values.

The curriculum provides a range of experiences to foster children’s learning. Staff work collaboratively to assist those children requiring additional support with their learning.

Inclusive leadership provides clear direction for improvement. Responsive board resourcing decisions align to the school’s identified priorities.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The school’s annual plan affirms ERO’s evaluation findings that, further development is needed to processes that raise achievement and promote accelerated progress for all children.

Teacher appraisal processes require review to more clearly align with priorities for raising achievement. Growing capability and capacity to use internal evaluation to support decision making for improvement to student outcomes is a key next step.

Updating the curriculum document, to reflect changes in school priorities and teaching practices and extending the range of assessment tools, to strengthen the dependability of National Standards judgements, are needed. The school continues to strengthen its collective responsibility and responsiveness to Māori learners’ culture, language and identities.

Trustees should continue to access ongoing training and support to build understanding of effective stewardship and an improved response to meeting all legislative requirements.

Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Actions required

ERO identified non-compliance in relation to the board meeting its obligations under the Health and Safety at Work Act, 2015.

In order to address this, the board needs to urgently develop and implement policies, practices and procedures relating to the Health and Safety at Work Act, 2015.

To improve current practice, the board of trustees should:

  • review personnel policies, practices and procedures to ensure it meets requirements.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all learners.

Leaders and teachers:

  • know the learners whose progress and achievement need to be accelerated

  • need to develop and implement approaches that effectively meet the needs of each learner

  • need to improve the school conditions that support the acceleration of learners’ progress and achievement

  • need to build teacher capability to accelerate learners’ progress and achievement.

The school agrees to:

  • develop more targeted planning to accelerate progress for learners

  • monitor targeted planning, improved teaching, and learners’ progress

  • discuss the school’s progress with ERO

ERO will:

  • provide feedback and resources to support the development of more targeted planning

ERO is likely to carry out the next review in three years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

28 September 2017

About the school

Location

New Plymouth

Ministry of Education profile number

4123

School type

Full Primary (Years 1 to 8)

School roll

17

Gender composition

Girls 13, Boys 4

Ethnic composition

Māori 3
Pākehā 14

Provision of Māori medium education

No

Review team on site

August 2017

Date of this report

28 September 2017

Most recent ERO report(s)

Education Review, October 2014
Education Review, October 2011
Supplementary Review, August 2008

New Plymouth S D A School - 06/10/2014

Findings

The school's curriculum effectively supports students' learning. Many achieve positive results in relation to the National Standards. Learners experience an inclusive environment and vibrant learning community, in which their self management is promoted. The board of trustees, school leaders and staff are strongly committed to their obligations, roles and responsibilities.

ERO is likely to carry out the next review in three years.

1 Context

What are the important features of this school that have an impact on student learning?

New Plymouth Seventh Day Adventist School caters for Years 1 to 8 students from the wider New Plymouth region and from diverse cultural backgrounds.

At the time of this ERO review, there were 38 students on the roll and of these eight identify as Māori. There has been recent roll growth at Year 1 and in Years 7 and 8. Stable staffing supports student learning in two classrooms.

The special Christian character is expressed in the school’s practice and core values. Low student-to-staff ratios encourage interactions between students and teachers to promote learning Extensive, well-maintained grounds encourage outdoor activities. Students enjoy inviting and vibrant learning environments.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses effective processes to determine individual students' learning needs and progress, and to promote student achievement.

Data from 2013 in reading, writing and mathematics indicates that the majority of students are meeting or exceeding in relation to the National Standards. Assessment information informs the setting of appropriate annual targets for the achievement of identified individuals and groups of learners.

The 2014 target focuses on accelerating progress in reading for a Year 5 group. These students are progressing at an appropriate rate, and the majority are on target to reach the identified goal at the end of the year. Teachers collaborate to progress students’ learning.

Teachers are continuing to develop their practice for schoolwide and external moderation to strengthen their assessment judgements about students' achievement.

Portfolios celebrate and document students' learning, progress and achievement. The value of parents’ participation in their child’s learning is acknowledged and partnership is encouraged through contribution and conversation. Students' areas of strength and focus for future learning are highlighted. Expressions of the school's special character are integrated throughout the portfolios.

Students with complex needs are well supported within a highly inclusive, family friendly learning environment. Reporting to parents takes place through interviews and written reports that provide clear information about students’ achievement in relation to the National Standards.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum effectively promotes and supports student learning.

Special character values and beliefs, aligned with the values, principles and key competencies of The New Zealand Curriculum, underpin school programmes. Social sciences, technology, cultural pursuits, physical education, arts and inquiry learning weave through teaching and learning and provide breadth to the curriculum. A specific focus has been to integrate the school's core values throughout the curriculum.

Students are highly engaged and motivated learners. Frequent opportunities for them to lead learning, individually and collaboratively, are fostered. Students experience learning as fun. Their ideas are valued by teachers and each other. The classroom tone is settled and calm. Teachers are flexible and responsive in catering for students' differing learning needs and abilities.

Highly respectful relationships promote students' confidence, self esteem and self management. The inclusive environment supports teaching and promotes students' sense of wellbeing, belonging and trust.

Spontaneous review of the curriculum occurs through teacher reflection. Further development, and deeper understanding, of processes for evaluating the effectiveness and impact for students of programmes and interventions is required and should be documented.

School leaders identify that further development is needed in the curriculum and in the consistency of teaching practice across the staff. ERO's evaluation affirms this finding.

How effectively does the school promote educational success for Māori, as Māori?

Māori students experience educational success as Māori. This is promoted effectively by the school.Planning for Māori student achievement is evident in strategic and annual goals. Students' language, culture and identity are affirmed through incorporating te reo me ngā tikanga Māori schoolwide. Te ao Māori resonates through values, practices and respectful relationships.

The school has identified the need to develop its expectations for culturally responsive teaching. ERO affirms this direction. This should provide a good basis for self review against the expectations, and support sustainability of the current practices and outcomes for Māori students and their whānau.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance.

The board is well informed about student achievement and has an appropriate focus on improvement. Trustees are highly interested in student achievement information. They use it to identify needs and patterns, and to inform planning decisions for the future.

The school's vision, philosophy, strategic and annual plans, teaching and practice are established and leaders identify that further alignment and greater cohesion between these are required.

The principal continues effective leadership of a collaborative teaching team. Personal and professional development goals for staff link to the school's strategic priorities.

The staff performance management and appraisal system is comprehensive. It identifies and addresses areas for ongoing improvement in the quality of teaching. School self review, focusing on inclusive practices, is being undertaken and the information gathered analysed.

ERO and school leaders identify that next steps for the school are to:

  • further develop schoolwide self-review practices to promote best practice, and board self review
  • review the principal’s role and its impact on school leadership
  • incorporate Tātaiako: Cultural Competencies for Teachers of Māori Learners in the appraisal process
  • further develop partnerships with parents, whānau and iwi.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Conclusion

The school's curriculum effectively supports students' learning. Many achieve positive results in relation to the National Standards. Learners experience an inclusive environment and vibrant learning community, in which their self management is promoted. The board of trustees, school leaders and staff are strongly committed to their obligations, roles and responsibilities.

ERO is likely to carry out the next review in three years.

Joyce Gebbie

National Manager Review Services

Central Region

6 October 2014 

About the School

Location

New Plymouth

Ministry of Education profile number

4123

School type

Full Primary (Years 1 to 8)

School roll

38

Gender composition

Male 16, Female 22

Ethnic composition

Māori
NZ European/Pākehā
Africa
Other ethnic groups

8
15
1
14

Review team on site

August 2014

Date of this report

6 October 2014

Most recent ERO report(s)

Education Review
Supplementary Review
Education Review

October 2011
August 2008
June 2007